TEN QUICK WAYS TO

ANALYZE CHILDRENS BOOKS

FOR SEXISM AND RACISM
From ANTI-BIAS CURRICULUM:
TOOLS FOR EMPOWERING YOUNG CHILDREN
Louise Derman-Sparks and the A.B.C. Task Force
Both in school and out, young children are exposed to racist and sexist
attitudes. These attitudes--expressed over and over in books and in other
media--gradually distort their perceptions until stereotypes and myths about
minorities and women are accepted as reality. It is difficult for a librarian or
teacher to convince children to question society's attitudes. But if a child
can be shown how to detect racism and sexism in a book, the child can
proceed to transfer the perception to wider areas. The following ten
guidelines are offered as a starting point in evaluation of children's books
from this perspective.
1. Check the Illustrations
Look for Stereotypes. A stereotype is an oversimplified generalization
about a particular group, race, or sex, which usually carries derogatory
implications. Some infamous (overt) stereotypes of Blacks are the happy-golucky, watermelon-eating Sambo and the fat, eye-rolling "mammy"; of
Chicanos, the sombrero-wearing peon, or the fiesta-loving, macho bandito;
of Asian Americans, the inscrutable, slant -eyed "Oriental"; of Native
Americans, the naked savage or "primitive" craftsperson and his "squaw"; of
Puerto Ricans, the switchblade-toting, teenage gang member; of women,
the completely domesticated mother, the demure, doll-loving little girl or the

wicked stepmother. While you may not always find stereotypes in the
blatant forms described, look for variations which in any way demean or
ridicule characters because of their race or sex.
Look for Tokenism. If there are minority characters in the illustrations, do
they look just like whites except for being tinted or colored in? Do all
minority faces look stereotypically alike, or are they depicted as genuine
individuals with distinctive features?
Who's Doing What? Do the illustrations depict minorities in subservient
and passive roles or in leadership and action roles? Are males the active
"doers" and females the inactive observers?
2. Check the Story Line
The liberation movements have led publishers to weed out many insulting
passages, particularly from stories with Black themes and from books
depicting female characters; however, racist and sexist attitudes still find
expression in less obvious ways. The following checklist suggests some of
the subtle, covert forms of bias to watch for.
Standard for Success. Does it take "white" behavior standards for a
minority person to "get ahead"? Is "making it' in the dominant white society
projected as the only ideal? To gain acceptance and approval, do third world
persons have to exhibit extraordinary qualities - excel in sports, get A's,
etc.? In friendships between white and third world children, is it the third
world child who does most of the understanding and forgiving?

Resolution of Problems. How are problems presented, conceived, and

resolved in the story? Are minority people considered to be "the problem"?
Are the oppressions faced by minorities and women represented as casually
related to an unjust society? Are the reasons for poverty and oppression
explained, or are they accepted as inevitable? Does the story line encourage
passive acceptance or active resistance? Is a particular problem that is
faced by a minority person resolved through the benevolent intervention of a
white person?
Role of Women. Are the achievements of girls and women based on their
own initiative and intelligence, or are they due to their good looks or to their
relationship with boys? Are sex roles incidental or critical to characterization
and plot? Could the same story be told if the sex roles were reversed?
3. Look at the Lifestyles
Are third world persons and their setting depicted in such a way that they
contrast unfavorably with the unstated norm of white, middle-class
suburbia? If the minority group in question is depicted as "different," are
negative value judgments implied? Are minorities depicted exclusively in
ghettos, barrios, or migrant camps? If the illustrations and text attempt to
depict another culture, do they go beyond over-simplifications and offer
genuine insights into another lifestyle? Look for inaccuracy and
inappropriateness in the depiction of other cultures. Watch for instances of
the "quaint -natives-in-costume" syndrome (most noticeable in areas like
clothing and custom, but extending to behavior and personality traits as
well).
4. Weigh the Relationships Between People

Do the whites in the story possess the power, take the leadership, and make
the important decisions? Do minorities and females function in essentially
supporting, subservient roles?
How are family relationships depicted? In Black families, is the mother
always dominant? In Latino families, are there always lots of children? If
the family is separated, are societal conditions -unemployment, povertycited among the reasons for the separation?
5. Note the Heroes
For many years, books showed only "safe" minority heroes-those who
avoided serious conflict with the white establishment of their time. Minority
groups today are insisting on the right to define their own heroes (of both
sexes) based on their own concepts and struggles for justice.
When minority heroes do appear, are they admired for the same qualities
that have made white heroes famous or because what they have done has
benefited white people? Ask this question: "Whose interests is a particular
hero really serving?" The interests of the hero's own people? Or the
interests of white people?
6. Consider the Effects on a Child's Self -image
Are norms established which limit any child's aspirations and self-concepts?
What effect can it have on third world children to be continuously
bombarded with images of the color white as the ultimate in beauty,
cleanliness, virtue, etc., and the color black as evil, dirty, menacing, etc.?

Does the book reinforce or counteract positive associations with the color
white and negative associations with the color black?
What happens to a girl's self-image when she reads that boys perform all of
the brave and important deeds? What about a girl's self-esteem if she is not
"fair" of skin and slim of body?
In a particular story, is them one or more persons with whom a minority
child can readily identify to a positive and constructive end?
7. Consider the Author's or Illustrator's Background
Analyze the biographical material on the jacket flap or the back of the book.
If a story deals with a minority theme, what qualifies the author or illustrator
to deal with the subject? If the author and illustrator are not members of
the minority being written about, is there anything in their background that
would specifically recommend them as the creators of this book?
8. Check Out the Author's Perspective
No author can be entirely objective. All authors write from a cultural as well
as from a personal context. Children's books in the past have traditionally
come from authors who were white and who were members of the middle
class, with one result being that a single ethnocentric perspective has
dominated children's literature in the United States. With any book in
question, read carefully to determine whether the direction of the author's
perspective substantially weakens or strengthens the value of his/her written
work. Is the perspective patriarchal or feminist? Is it solely Eurocentric or
do third world perspectives also surface?

9. Watch for Loaded Words

A word is loaded when it has offensive overtones. Examples of loaded
adjectives (usually racist) are "savage," "primitive," "conniving," "lazy,"
"superstitious," "treacherous," "wily," "crafty," "inscrutable," "docile," and
"backward."
Look for sexist language and adjectives that exclude or in any way demean
girls or women. Look for use of the male pronoun to refer to both males and
females. While the generic use of the word "man" was accepted in the past,
its use today is outmoded. The following examples show how sexist
language can be avoided: ancestors instead of forefathers; chairperson
instead of chairman; community instead of brotherhood; fire fighters instead
of firemen; manufactured instead of manmade; human family instead of
family of man.
10. Look at the Copyright Date
Books on minority themes-usually hastily conceived-suddenly began
appearing in the mid and late 1960's. There followed a growing number of
"minority experience" books to meet the new market demand, but these
books were still written by white authors, edited by white editors, and
published by white publishers. They therefore reflected a white point of
view. Not until the early 1970's did the children's book world begin to even
remotely reflect the realities of a pluralistic society. The new direction
resulted from the emergence of third world authors writing about their own
experiences in an oppressive society. This promising direction has been

reversing in the late 1970's. Non-sexist books, with rare exceptions, were
not published before 1972 to 1974.
The copyright dates, therefore, can be a clue as to how likely the book is to
be overtly racist or sexist, although a recent copyright date, of course, is no
guarantee of a book's relevance or sensitivity. The copyright date only
means the year the book was published. It usually takes two years-and
often much more than that-from the time a manuscript is submitted to the
publisher to the time it is actually printed and put on the market. This time
lag meant very little in the past, but in a period of rapid change and new
consciousness, when children's book publishing is attempting to be
"relevant," it is becoming increasingly significant.

*Reprinted by the Early Childhood Equity Alliance with permission from the author*